Ya bir filolog İngilizce öğretmeni olursa? Yabancı dil öğretimi kaygısına ilişkin bir vaka incelemesi
Öz
Bu çalışma, Türkiye'deki bir devlet üniversitesinde pedagojik formasyon sertifika programına kayıtlı olan İngiliz Dili ve Edebiyatı (ELL) son sınıf öğrencilerinin öğretim kaygısını etkileyen faktörleri ve kaygıyı azaltma stratejilerini araştırmayı amaçlamaktadır. Ayrıca, pedagojik formasyon programından sorumlu olan 9 uygulama öğretmeni çalışmaya katkıda bulunmuştur. Çalışma grubunun öğretim deneyimi 10 hafta sürmüştür ve uygulama öğretmenlerinin görüşlerine göre adaylar, bir çok öğretim becerisini kazanmıştır. Diğer taraftan, kaygı, öğretim sürecini olumsuz etkileyen bir durum olarak tanımlanmıştır. Bu çalışmada, araştırmacı İngiliz dili ve edebiyatı son sınıf öğrencilerini aday öğretmenler olarak adlandırmıştır. Araştırmada kullanılan araçlar; öğretmen adaylarının günlükleri, mikro öğretim videoları ve açık uçlu mülakat sorularıdır. Veri toplama sürecinde, araştırmacı kategorileri belirlemek ve belirleyici kategorilere örnek sayısını hesaplamak için 'içerik analizi' uygulamıştır (Silverman, 2000). Daha sonra, her kategori tekrarlanan konuşma birimlerine göre adlandırılmıştır. Hem aday öğretmenlerden hem de uygulama öğretmenlerinden kaygı uyandıran faktörleri ve başa çıkma stratejilerini tanımlamaları istenmiştir. Araştırma sonuçları, hem aday öğretmenlerin hem de uygulama öğretmenlerinin yabancı dil öğretimi kaygısına ilişkin ortak inanışlara sahip olduğunu ortaya koymuştur. Buna göre, her iki grup da deneyim eksikliğinin kaygıya neden olan bir faktör olduğunu ileri sürmüştür. Bunun dışında, uygulama öğretmenleri yabancı dil öğretimi kaygısını, kişilik özellikleri ve yetersiz akademik başarı ile ilişkilendirmiştir. Araştırmanın bulgularına göre, öğretmen adaylarının yabancı dil öğretimi kaygısı; sınıf yönetimi, toplum içinde konuşma kaygısı, olumsuz değerlendirilme korkusu, öğrenciler tarafından gözlemlenme ve deneyim eksikliği olmak üzere 5 başlık altında sunulmuştur.
Anahtar Kelimeler
İngiliz dili ve edebiyatı öğrencileri aday öğretmenler pedagojik formasyon yabancı dil öğretimi kaygısı
Kaynakça
- Aydın, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21, 629-642.
- Calderhead, J. & Shorrock, S. B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer Press.
- Can, D.T. (2018). Foreign language teaching anxiety among pre-service teachers during teaching practicum. International Online Journal of Education and Teaching, 5, 579-595.
- Çubukçu, F. (2007). Foreign Language Anxiety. Iranian journal of Language Studies, 1(2), 133-142.
- Denzin, N., Lincoln, Y. (1994). Handbook of qualitative research, Thousand Oaks, CA: Sage.
- Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition, Mahwah, NJ: Lawrence Erlbaum.
- Drakulić, M. (2020). Foreign language teacher competences as perceived by English language and literature students. Journal of Education Culture and Society, 4(1), 158-165. https://doi.org/10.15503/jecs20131.158.165
- Freud, S. (1936). The problem of anxiety. New York: W.W. Norton.
- Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3).
- Gardner, S. (2010). Stress among prospective teachers: A review of the literature. Australian Journal of Education, 35(8), 18-28.
- Hişmanoğlu, M. (2013). Foreign language anxiety of English language teacher candidates: A sample from Turkey. Procedia and Behavioral Science, 93, 930-937.
- Horwitz, E. K., & Young, D. (1991). Language anxiety: From theory and research to classroom Implications. Upper Saddle River, NJ: Prentice Halls.
- Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372.
- Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
- Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
- İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Eğitimde nitel araştırmalar dergisi, 4, 92-105.
- Kim, S. Y., & Kim, J. H. (2004). When the learner becomes a teacher: Foreign language anxiety as an occupational hazard. English Teaching, 59(1), 165-186.
- Köksal, D. Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913. DOI: 10.17263/jlls.631531
- Krashen, S. D. (1989). Language acquisition and language education. UK: Prentice Hall International.
- Liu M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137.
- McIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 89-99.
- MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston: McGraw-Hill.
- Merç, A. (2004). Reflections of pre-service EFL teachers throughout their teaching practicum. What has been good? What has gone wrong? What has changed? (Unpublished master‟s thesis). Anadolu University, Eskişehir.
- Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94.
- Mirici, İ, Ölmez-Çağlar, F. (2017). Reflections on practicum experiences of non-ELT student teachers in Turkey. ELT Research Journal, 6 (3), 276-292.
- Ohata, K. (2005). Language Anxiety from the teacher’s perspective: Interviews with seven experienced ESL/EFL teachers, Journal of Language and Learning, 3(1), 133-155.
- Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in Language Learning. NY: Cambridge University Press.
- Öztürk, G. (2016). Foreign language teaching anxiety among non-native teachers of English: A sample from Turkey. Sakarya University Journal of Education, 6, 54-70.
- Paker, T. (2011). Students teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research, 42, 207-224.
- Riasati, M. J. (2011). Language learning anxiety from EFL learners’ perspective. Middle-East Journal of Scientific Research, 7(6), 907-914.
- Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers’ stressors in the elementary classroom. Education, 128(2), 211-226.
- Sammephet, B., & Wanphet, P. (2013). Pre-service teachers’ anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and practice, 4(2), 78-87.
- Silverman, D. (2000). Doing qualitative research. London: SAGE.
- Sparks, R. L., Ganschow, L., Artzer, M., Siebenhar, D., & Plageman, M. (1997). Language anxiety and proficiency in a foreign language. Perceptual and motor skills, 85(2), 559-562.
- Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111.
- Tural, G., & Kabadayı, Ö. (2014). Pedagogical formation program teacher candidates’ attitudes towards the teaching profession. Anadolu Journal of Educational Sciences International, 4(1), 1-12.
- Yaikhong, K., Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23-35.
- Yoon, T. (2012). Teaching English through English: Exploring anxiety in non-native pre-service ESL teachers, Theory and Practice in Language Studies, 2(6), 1099-1107.
- Young, D. J. (1991). Creating a Low Anxiety Classroom Environment: What does the language anxiety research suggest? Modern Language Journal, 75(4), 426-439.
- YÖK (2007). Öğretmen Yetiştirme ve Eğitim Fakülteleri (1982-2007), (Yayına Hazır. Y. Kavak, A. Aydın ve S. A. Altun), Ankara: Yükseköğretim Kurulu Yayını, 2007-5.
What if an English philologist becomes a teacher? A case study on foreign language teaching anxiety (FLTA)
Öz
This study aims to find out the factors affecting ELL (English Language and Literature) senior students’ foreign language teaching anxiety and reducing-strategies. The participants were ELL senior students (n=50) who were enrolled in the pedagogical formation certificate program at a state university in Turkey. Additionally, mentors of the study group (n=9) contributed to the research comparatively. The ELL seniors’ teaching experience lasted 10 weeks and they grasped most of the teaching skills as their mentors suggested. Nevertheless, one of the phenomena was the dead hand of something which is called anxiety. In this study, the researcher referred to ELL senior students as prospective teachers. The instruments involve prospective teachers’ diaries, micro-teaching videos, and open-ended interview questions. In the data collection process, the researcher has employed ‘content analysis’ to determine the categories and calculate the number of instances into the determining categories (Silverman, 2000). Then, each category was named according to the repeated units of speech. Both the prospective teachers and their mentors were asked to describe the anxiety-provoking factors and coping strategies. The results revealed that both prospective teachers and their mentors share some of the common beliefs on FLTA (Foreign Language Teaching Anxiety). That is, both of them put forward that lack of experience is a factor that causes anxiety. Apart from this, mentors associated foreign language teaching anxiety with personality traits and academic inefficacy. According to the findings of the study, the prospective teachers’ foreign language teaching anxiety is presented under 5 headings as follows; classroom management, public speaking anxiety, fear of negative evaluation, being observed by the students, and lack of experience.
Anahtar Kelimeler
ELLs prospective teachers pedagogical formation foreign language teaching anxiety
Kaynakça
- Aydın, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21, 629-642.
- Calderhead, J. & Shorrock, S. B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer Press.
- Can, D.T. (2018). Foreign language teaching anxiety among pre-service teachers during teaching practicum. International Online Journal of Education and Teaching, 5, 579-595.
- Çubukçu, F. (2007). Foreign Language Anxiety. Iranian journal of Language Studies, 1(2), 133-142.
- Denzin, N., Lincoln, Y. (1994). Handbook of qualitative research, Thousand Oaks, CA: Sage.
- Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition, Mahwah, NJ: Lawrence Erlbaum.
- Drakulić, M. (2020). Foreign language teacher competences as perceived by English language and literature students. Journal of Education Culture and Society, 4(1), 158-165. https://doi.org/10.15503/jecs20131.158.165
- Freud, S. (1936). The problem of anxiety. New York: W.W. Norton.
- Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3).
- Gardner, S. (2010). Stress among prospective teachers: A review of the literature. Australian Journal of Education, 35(8), 18-28.
- Hişmanoğlu, M. (2013). Foreign language anxiety of English language teacher candidates: A sample from Turkey. Procedia and Behavioral Science, 93, 930-937.
- Horwitz, E. K., & Young, D. (1991). Language anxiety: From theory and research to classroom Implications. Upper Saddle River, NJ: Prentice Halls.
- Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372.
- Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
- Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
- İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Eğitimde nitel araştırmalar dergisi, 4, 92-105.
- Kim, S. Y., & Kim, J. H. (2004). When the learner becomes a teacher: Foreign language anxiety as an occupational hazard. English Teaching, 59(1), 165-186.
- Köksal, D. Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913. DOI: 10.17263/jlls.631531
- Krashen, S. D. (1989). Language acquisition and language education. UK: Prentice Hall International.
- Liu M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137.
- McIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 89-99.
- MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston: McGraw-Hill.
- Merç, A. (2004). Reflections of pre-service EFL teachers throughout their teaching practicum. What has been good? What has gone wrong? What has changed? (Unpublished master‟s thesis). Anadolu University, Eskişehir.
- Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94.
- Mirici, İ, Ölmez-Çağlar, F. (2017). Reflections on practicum experiences of non-ELT student teachers in Turkey. ELT Research Journal, 6 (3), 276-292.
- Ohata, K. (2005). Language Anxiety from the teacher’s perspective: Interviews with seven experienced ESL/EFL teachers, Journal of Language and Learning, 3(1), 133-155.
- Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in Language Learning. NY: Cambridge University Press.
- Öztürk, G. (2016). Foreign language teaching anxiety among non-native teachers of English: A sample from Turkey. Sakarya University Journal of Education, 6, 54-70.
- Paker, T. (2011). Students teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research, 42, 207-224.
- Riasati, M. J. (2011). Language learning anxiety from EFL learners’ perspective. Middle-East Journal of Scientific Research, 7(6), 907-914.
- Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers’ stressors in the elementary classroom. Education, 128(2), 211-226.
- Sammephet, B., & Wanphet, P. (2013). Pre-service teachers’ anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and practice, 4(2), 78-87.
- Silverman, D. (2000). Doing qualitative research. London: SAGE.
- Sparks, R. L., Ganschow, L., Artzer, M., Siebenhar, D., & Plageman, M. (1997). Language anxiety and proficiency in a foreign language. Perceptual and motor skills, 85(2), 559-562.
- Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111.
- Tural, G., & Kabadayı, Ö. (2014). Pedagogical formation program teacher candidates’ attitudes towards the teaching profession. Anadolu Journal of Educational Sciences International, 4(1), 1-12.
- Yaikhong, K., Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23-35.
- Yoon, T. (2012). Teaching English through English: Exploring anxiety in non-native pre-service ESL teachers, Theory and Practice in Language Studies, 2(6), 1099-1107.
- Young, D. J. (1991). Creating a Low Anxiety Classroom Environment: What does the language anxiety research suggest? Modern Language Journal, 75(4), 426-439.
- YÖK (2007). Öğretmen Yetiştirme ve Eğitim Fakülteleri (1982-2007), (Yayına Hazır. Y. Kavak, A. Aydın ve S. A. Altun), Ankara: Yükseköğretim Kurulu Yayını, 2007-5.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dilbilim |
| Bölüm | Dünya dilleri ve edebiyatları |
| Yazarlar | |
| Yayımlanma Tarihi | 21 Haziran 2020 |
| Yayımlandığı Sayı | Yıl 2020 Sayı: 19 |
- Makale Dosyaları